The uncertain future of comprehensive schooling in England

Abstract

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How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study

“…By the same token, the type and quality of schools that pupils are able to access has important implications for equity and social justice (Lynch & Baker, 2005). One feature of school systems which has a decisive impact on the distribution of adult outcomes is selective admissions (Brunello & Checchi, 2007; Burgess et al, 2014; Gorard, 2015; Gorard & Smith, 2004). It is no surprise then, that there has been a great deal of research examining how selective school systems affect educational achievement (e.g., Gorard & Siddiqui, 2018; Smith-Woolley et al, 2018).…”

Reframing the English grammar schools debate

“…In short, the schools are not serving the students that they claim to be offering opportunities and social mobility to. Grammar schools form a relatively small part of a much larger and persistently segregated schooling system in England (Gorard 2015). The existence of a selective element within the national system continues to be symbolically significant in terms of social positioning and the maintenance of a hierarchy between schools.…”

Grammar schools in England: a new analysis of social segregation and academic outcomes

“…In England, the still largely comprehensive system means that social, racial and economic segregation between schools is lower than in the latter group of countries (Gorard 2015a). But there is considerable variation between areas such as local authorities.…”